Using total physical response approach to improve students' ability in understanding vocabulary at MTs. Hasyim Asy'ari Surabaya

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Badriyah, Lailatul (2010) Using total physical response approach to improve students' ability in understanding vocabulary at MTs. Hasyim Asy'ari Surabaya. Undergraduate thesis, IAIN Sunan Ampel Surabaya.

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Official URL: http://digilib.uinsby.ac.id/id/eprint/21814

Abstract

This thesis presents the finding of education research, especially "Implementation of Using Total Physical Response method to learn English", and it analyses the improvement of students' ability to understand vocabulary in listening, speaking, reading and writing aspects. English is an international language in the world. In Indonesia wherever it is in Elementary, Secondary, Senior High School, and University, English must be taught as a compulsory subject. Foreign language mastery must be acquired through a process. So it is essential that English should be taught at the early ages. In fact, teaching English for children and adult is very difficult because most teachers should increase students' motivation to learn it. Usually most students are afraid to learn it. It may be caused by the fact that they do not understand the meaning of the vocabulary. The result is that they have assumption that English is a complex lesson, and it is difficult to understand. For this reason, all teachers should search fun activities when they teach it in the classroom. There are many kinds of learning methodologies to learn it. One of them is Total Physical Response method. TPR itself can be an alternative method to learn English for children and adult because TPR built coordination of command, speech, and action, and the result is the students easily understand the meaning of vocabulary and the students feel fun when they learn it in the classroom. The research methodology of this study is Classroom Action Research (CAR). The researcher used it, because the researcher found many problems in MTs. Hasyim Asy'ari Surabaya. In this study, the researcher adopted Elliot's model (1991) as a research procedure, which consists of six steps: (1) Preliminary study, (2) Reconnaissance, (3) Planning the action, (4) Implementing the action, (5) Observing, (6) Reflecting. The sources of the data were: the teachers' and students' activities in the classroom during the implementation of TPR approach, the English teacher at MTs. Hasyim Asy'ari Surabaya (Mr. Wagio. S. Basuki) the students' response and students' score. Data collecting technique were: observation, interview, questionnaire, documentation, and test. The results of the study showed that the students could improve their ability in understanding vocabulary by using TPR approach TPR itself can create fun situation in the classroom during English teaching learning process, and TPR approach is not only appropriate in Kinder Garden and Elementary School, but also appropriate in Secondary School. As a suggestion, process of understanding vocabulary itself is not easy to be done, but the teacher should search method and strategy that is appropriate to students' language level to understanding the me&ning of vocabulary easily, and the teacher does not use memorizing vocabulary technjque to improve students' ability in understanding vocabulary. The teacher should use TPR as method to teach English, especially improvement in understanding vocabulary. TPR ilself use coordination speech and action, which stimulate studnts to l:>uHt concept the meaning of vocabulary in their brain then students unqerstanc! th qie'lning of vocabulary easily. TPR can also create fun situation, and make students intereted in learning it. The teacher should not use TPR method in big class which the student mor than thirty students, because it would be made chaos in the classroom.